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Motivated Strategies for…6
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Stoa, Rosalyn; Chu, Tsz Lun; Gurung, Regan A. R. – Teaching of Psychology, 2022
Identifying impediments to learning can help both instructors and students. In this study students (N = 222) from across the nation listed concepts from research methods they found the most challenging--"potholes" or impediments to learning, and also rated the difficulty of various concepts from the class. We also measured student…
Descriptors: Predictor Variables, Research Methodology, Psychology, Difficulty Level
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Lori Ogden; Marjorie Darrah; Monica Leppma – North American Chapter of the International Group for the Psychology of Mathematics Education, 2023
Math anxiety refers to feelings people get when facing computational challenges. The fear of failure often causes people to avoid activities, like taking challenging mathematics courses or choosing majors that require mathematics. Grit describes how people persist or persevere in the wake of failure. This article looks at factors that contribute…
Descriptors: Personality Traits, Resilience (Psychology), Mathematics Anxiety, Metacognition
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Thomas, Christopher L.; Cassady, Jerrell C.; Finch, W. Holmes – Journal of Psychoeducational Assessment, 2018
The purpose of the current examination was to preliminarily suggest severity standards for the recently revised Cognitive Test Anxiety Scale-Second Edition (CTAS-2). Participants responded to the CTAS-2, Motivated Strategies for Learning Questionnaire (MSLQ), and FRIEDBEN Test Anxiety Scale. Using both latent class and cluster analyses, we were…
Descriptors: Cognitive Tests, Test Anxiety, Cutting Scores, Multivariate Analysis
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Franco, Joana; Feldon, David F.; Peugh, James; Maahs-Fladung, Cathy – AERA Online Paper Repository, 2017
Research within the Cognitive load theory (CLT) framework typically assumes motivation as a precursor to learning, rather than an outcome of instruction. In this study, we observe changes in learners' motivational beliefs as outcomes of their cognitive processes, through CLT lens. Using double-blind quasi-experimental design, we manipulate the…
Descriptors: College Science, Biology, Cognitive Processes, Difficulty Level
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Sunawan; Xiong, Junmei – Turkish Online Journal of Educational Technology - TOJET, 2017
The present study tested the influence of control belief, learning disorientation, and academic emotions on cognitive load in two types of concept-map structures within hypermedia learning environment. Four hundred and eighty-five students were randomly assigned to two groups: 245 students in the hierarchical group and 240 students in the…
Descriptors: Cognitive Processes, Difficulty Level, Beliefs, Psychological Patterns
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Gilbert, Lisa A.; Stempien, Jennifer; McConnell, David A.; Budd, David A.; van der Hoeven Kraft, Katrien J.; Bykerk-Kauffman, Ann; Jones, Megan H.; Knight, Catharine C.; Matheney, Ronald K.; Perkins, Dexter; Wirth, Karl R. – Journal of Geoscience Education, 2012
Do students really enroll in Introductory Geology because they think it is "rocks for jocks"? In this study, we examine the widely held assumption that students view geology as a qualitative and remedial option for fulfilling a general education requirement. We present the first quantitative characterization of a large number of…
Descriptors: Undergraduate Students, Introductory Courses, Geology, Student Attitudes